Final_MATATAG-WAP Department of Education

The Department of Education has pursued its education reform, the MATATAG: Bansang Makabata, Batang Makabansa Agenda, which sets the new direction of the agency and stakeholders in resolving basic education challenges. In pursuing such reform in the basic education curriculum, it is imperative to understand the current context and setting. Doing so will allow the Department to recognize the existing and expected realities and, consequently, adopt appropriate measures to realize its vision, hence making the MATATAG Curriculum, which is responsive and attuned to the dynamic changes that come into play in the society (General Shaping Paper, MATATAG Curriculum 2023).
The MATATAG Curriculum focuses on foundational skills and embedding peace competencies, building more resilient schools and classrooms, strengthening inclusive education programs, advocating for teachers’ additional benefits, and providing professional development programs, among others. The aim is to create a more effective and impactful educational experience for Filipino learners.
The Training on MATATAG curriculum is rooted in the fundamental importance of ensuring that teachers and school leaders are fully equipped with the knowledge, understanding, and skills necessary to effectively implement the curriculum. Teacher quality is vital in raising learner achievement. However, teachers alone cannot bring about substantive changes without effective leadership.

In addition, DepEd Order No. 24, s. 2022 or the Adoption of the Basic Education Development Plan 2030 (BEDP 2030) outlines the priorities of the department in addressing the immediate and long-term concerns confronting basic education: access, equity, quality, and resiliency. Quality is designed to address the quality of education through various strategic means such as but not limited to upskilling and reskilling of teachers and school leaders.

To articulate the general shape of the MATATAG Curriculum and to ensure its full implementation, all teachers shall develop a Work Application Plan (WAP) underscoring the intensification of Learning Action Cells (LACs) through Collaborative Expertise (CE).

The PD Program [School-Based Training on MATATAG Curriculum] provides the teachers with an opportunity to:

• address the appropriate indicators domains, strands, and indicators in the Philippine Professional Standards for School Heads (PPSSH) in the effective and efficient delivery of the MATATAG Curriculum through the intensification of School LACs through the Collaborative Expertise (CE).

1. (Enclosure No. 6 to DepEd Memorandum No. ______ s. 2023)
Republic of the Philippines
Department of Education
National Educators Academy of the Philippines
MATATAG WAP Template 1: For Teachers 1-3
I. Profile
Name CHARLITA C. PREJULA Office and PositionTEACHER III
Title of PD ProgramsTraining on MATATAG Curriculum for
Teachers
Date of Delivery JULY – DECEMBER 2024
PD Program
Provider
National Educators Academy of the Philippines
in collaboration with Curriculum and Teaching
Strand (BCD and BLD)
Name of Immediate
Supervisor
AMELIA M. RONQUILLO. PhD Office and PositionPUBLIC SCHOOLS DISTRICT SUPERVISOR
II. Background and Rationale of WAP:
The Department of Education has pursued its education reform, the MATATAG: Bansang Makabata, Batang Makabansa Agenda, which sets
the new direction of the agency and stakeholders in resolving basic education challenges. In pursuing such reform in the basic education
curriculum, it is imperative to understand the current context and setting. Doing so will allow the Department to recognize the existing and

2. expected realities and, consequently, adopt appropriate measures to realize its vision, hence making the MATATAG Curriculum, which is
responsive and attuned to the dynamic changes that come into play in the society (General Shaping Paper, MATATAG Curriculum 2023).
The MATATAG Curriculum focuses on foundational skills and embedding peace competencies, building more resilient schools and
classrooms, strengthening inclusive education programs, advocating for teachers’ additional benefits, and providing professional
development programs, among others. The aim is to create a more effective and impactful educational experience for Filipino learners.
The Training on MATATAG curriculum is rooted in the fundamental importance of ensuring that teachers and school leaders are fully
equipped with the knowledge, understanding, and skills necessary to effectively implement the curriculum. Teacher quality is vital in raising
learner achievement. However, teachers alone cannot bring about substantive changes without effective leadership.
In addition, DepEd Order No. 24, s. 2022 or the Adoption of the Basic Education Development Plan 2030 (BEDP 2030) outlines the priorities
of the department in addressing the immediate and long-term concerns confronting basic education: access, equity, quality, and resiliency.
Quality is designed to address the quality of education through various strategic means such as but not limited to upskilling and reskilling
of teachers and school leaders.
To articulate the general shape of the MATATAG Curriculum and to ensure its full implementation, all teachers shall develop a Work
Application Plan (WAP) underscoring the intensification of Learning Action Cells (LACs) through Collaborative Expertise (CE).
The PD Program [School-Based Training on MATATAG Curriculum] provides the teachers with an opportunity to:
address the appropriate indicators domains, strands, and indicators in the Philippine Professional Standards for School Heads (PPSSH)
in the effective and efficient delivery of the MATATAG Curriculum through the intensification of School LACs through the Collaborative
Expertise (CE).
The following professional standards/competencies are being addressed in the Training on MATATAG Curriculum for Teachers:
Professional Standards PD Program Goals Indicators (Subtask) Application Objective
2

3. (Enumerate the specific goals based on the
identified PPST indicators)
Philippine Professional Standards for Teachers (PPST)
DepEd Order No. 42, s. 2017
Domain 1. Content
Knowledge and
Pedagogy; Strand 1.1
Content Knowledge and
its application within and
across curriculum areas;
1.1.2. Apply knowledge of
content within and across
curriculum teaching area.
Enhancing Pedagogical Content
Knowledge (PCK) Development
Apply knowledge of content within
and across curriculum teaching
areas.
Use a range of teaching strategies
that enhance learner achievement in
literacy and numeracy skills.
Ensure the positive use of ICT to
facilitate the teaching and learning
process.
Attend in-depth training on content
knowledge relevant to teaching areas.
Ask technical assistance from Master
Teacher and School Head.
To attend in-depth training on content
knowledge relevant to teaching areas.
To ask technical assistance through
LAC session from Master Teacher and
school head
Domain 1, Content
Knowledge, and
Pedagogy; Strand 1.5.
Strategies for developing
critical and creative
thinking, as well as other
higher-order thinking
skills;
1.5.2 Apply a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Apply a range of teaching strategies
to develop critical and creative
thinking, as well as other higher-
order thinking skills.
Enhance my teaching strategies to develop
critical and creative thinking, as well as
other higher-order thinking skills through;
Scheduled a LAC session from our INSET
coordinator that talks about different
strategies that helps develop critical and
creative thinking, as well as other higher-
order thinking skills.
To actively involved in LAC session
initiated by Master Teacher and School
Head.
Domain 3. Diversity of
Learners. 3.1 Learners’
gender, needs strengths,
interests, and
experiences;
3.1.2 Use differentiated
developmentally
appropriate learning
experiences to address
learners’ gender, needs,
strengths, interests, and
experiences.
Use differentiated, developmentally
appropriate learning experiences to
address learners’ gender, needs,
strengths, interests and experiences.
Foster Inclusive Teaching Practices
Conduct quarterly feedbacking among
parents to address issues concerning
learners linguistic, cultural, socio-
economic and religious background.
To initiate parents dialogue during
Teacher-Parents Conference to
address issues concerning learners
linguistic, cultural, socio-economic
and religious background.
3

4. Domain 4. Curriculum
and Planning; Strand 4.1.
Planning and
management of teaching
and learning process;
4.1.2 Plan, manage and
implement
developmentally
sequenced teaching and
learning process to meet
curriculum requirements
and varied teaching
contexts.
Plan, manage and implement
developmentally sequenced teaching
and learning process to meet
curriculum requirements and varied
teaching contexts.
Apply religiously the new Matatag
Curriculm Instructional Design and
Framework as well as the 21
st
century skills
such as Information, Media and
Technology, the Innovative skills and
communication skills.
Actively involved
Domain 4. Curriculum
and Planning; Strand 4.2.
Learning outcomes
aligned with learning
competencies;
4.2.2 Set achievable and
appropriate learning
outcomes that are aligned
with learning
competencies.
Set achievable and appropriate
learning outcomes that are aligned
with learning competencies.
Attend LAC Session To unpack Competencies into Learning
Objectives with the technical assistance
of a Master Teacher during LAC
session
Domain 5. Assessment
and Reporting, is
composed of five
strands: Strand 5.1.
Design, selection,
organization, and
utilization of assessment
strategies;
5.1.2 Design, select,
organize, and use
diagnostic, formative and
summative assessment
strategies consistent with
curriculum requirements.
Design, select, organize and use
diagnostic, formative and
summative assessment strategies
consistent with curriculum
requirements.
Design and submit the design
diagnostic, formative and summative
assessment to Master Teacher for a
quality assurance.
To ask technical assistance from
master teacher and school head
through LAC session.
Domain 5: Assessment
and Reporting; 5.2.
Monitoring and
evaluation of learner
progress and
achievement;
5.2.2. Monitor and
evaluate learner progress
and achievement using
learner attainment data.
Monitor and evaluate learner
progress and achievement using
learner attainment data.
Utilize varied activities to assess the
effectiveness of the teaching and
learning process
Conduct quarterly feedbacking among
parents to monitor learners’ academic
achievements and behavior.
To conduct quarterly feedbacking
from parents through classroom
Parents-Teacher Conference.
Domain 5. Assessment
and Reporting; Strand
5.5. Use of assessment
data to enhance teaching
and learning practices
and programs;
5.5.2 Utilize assessment
data to inform the
modification of teaching
and learning practices and
programs.
Utilize assessment data to inform
the modification of teaching and
learning practices and programs.
Follow the standards of assessment
based on Matatag Curriculum.
To utilize assessment data and have
a modification and accommodation
of teaching and learning practices.
4

5. Domain 7. Personal
Growth and Professional
Development; Strand 7.3
Professional links with
colleagues;
7.3.2 Participate in
professional networks to
share knowledge and to
enhance practice.
Participate in professional networks
to share knowledge and to enhance
practice.
Actively involved in professional
groups that enhance professionalism,
such as ACT, Kaban sa Kinaadman,
and others.
To have a regularly feedbacking of
teaching styles and strategies from
Master Teacher and School Head
through Classroom Observation.
Domain 7. Personal
Growth and Professional
Development; Strand 7.5
Professional
development goals;
7.5.2 Set professional
development goals based
on the Philippine
Professional Standards for
Teachers.
Set professional development goals
based on the Philippine Professional
Standards for Teachers.
Attend seminars and training organize
by school, district and divisions.
To attend seminars and trainings
that enhance my professional goals
based on PPST.
5

6. IV. Implementation Plan [the WAP must be implemented within 6 months after the training]
Application Objective [it must be aligned with the PD Program Goals]
implement their respective Workplace Application Plan (WAP) articulating their required competencies to be developed and/or
enhanced using school LACs through Collaborative Expertise (CE) aligned with the PPST.
Specific Task
[minimum of two (2)]
(Aligned with the application
objective, what are the specific
tasks of a teacher to enhance
teaching competencies
Activities
(Specify activities on the
identified task)
Timeline
(Start-end of each
activity)
Expected Outcomes/
MOVs
(It represents what is predicted
or intended to happen as a
result of implementing a specific
task or initiative)
Learning Facilitator
(Immediate Supervisor or
peer assigned to guide the
teacher)
Undergo quality assurance
from master teacher the
diagnostic, formative and
summative test
formulation
TA August 2024 -Documentation/Pictorial
-Letter
-QA report slip
Master Teacher
Attend LAC session
organize by the Master
Teacher and School Head.
LAC Session September-October 2024 -accomplished Report
-attendance
-documentation/Pictorial
--Master Teacher
School Head
Attend seminar-workshop
initiated by the district
level
INSET November 2024 -attendance
-certificates
-documentation/Pictorial
-District INSET Coordinator
-Master Teachers
To organize parents- Homeroom meeting/ October 2024 & -attendance -Adviser
6

7. teacher conference conference December 2024 -letter
-minutes of the meeting
-documentation/pictorial
-Parents
Prepared by (name and position): Signature Date
CHARLITA C. PREJULA
Teacher III
*Reviewed by (name and position): Signature Date
**Approved by (name and position): Signature Date
JOCELYN M. APIQUE
Teacher III
7

8. *for proficient teacher: reviewed by the master teacher or immediate supervisor and **approved by the school head/head teacher/OIC for schools without school
head
8

9. 9

10. 10